Academic literature on the topic 'Enhanced ebooks'
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Journal articles on the topic "Enhanced ebooks"
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Frederick, Donna Ellen. "On eBooks in academic libraries: an article based on a presentation at the Library 2.014 Conference." Library Hi Tech News 32, no. 5 (July 6, 2015): 12–15. http://dx.doi.org/10.1108/lhtn-02-2015-0015.
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Purpose – The purpose of this paper is to demonstrate and discuss some of the commonly held misconceptions about using and managing eBooks in academic research libraries and to outline what skills, abilities and knowledge are required of librarians and other library staff who work with eBooks. eBooks are an important presence in the vast majority of academic libraries. It is reasonable to expect that this presence will increase in the years to come. The value of eBooks to many students, faculty and researchers is undeniable and their availability has created new learning and teaching opportunities which were not possible with print-only library collection. Design/methodology/approach – eBooks bring multiple benefits to the academic environment. Findings – eBooks provide portable information resources for students and researchers doing fieldwork. eBooks have the potential for relieving pressure on space in some libraries. Some eBook platforms offer students new and enhanced ways for interacting with library materials, including accessibility features. Originality/value – The addition of eBooks to academic library collections addresses a growing preference among some patrons for information in electronic format.
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McGovern, Marguerita. "Touch, click and be informed: Making a series of multi-touch ebooks to support social work placement." Journal of Practice Teaching and Learning 15, no. 1 (January 18, 2018): 94–108. http://dx.doi.org/10.1921/jpts.v15i1.1105.
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his innovative project set out to develop a series of seven ‘wraparound’ multi-touch electronic ebooks to support pre-placement training within a professional social work course. The aim and main focus concentrated on developing and presenting the wisdom of practice teachers, social work students and tutors in a multimedia content, encompassing aural and visual podcasts. This was further enhanced by including expert topic based opinion, theory and supportive slide presentations. The concept of making the ebooks was to change the delivery of the fieldwork pre-placement module, refocusing it from a didactic lecture based delivery to a more modern technology enhanced relevant method of improving the pre-placement knowledge, skills and values of social work students.Keywords: e-learning; podcasting; social work; fieldwork practicum; practice teachers,
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Wondrak, Stephan. "Development of a Planet Tool for an interactive School Atlas as eBook." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-123-2018.
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The present thesis describes the development of a planet tool for an interactive school atlas using an eBook format. Especially the technical and cartographical capabilities of the open standard ePUB 3 are evaluated. An eBook application with interactive and dynamic 2-dimensional visualizations is developed especially to show whether the re-al-world dimensions and distances in the solar system can be mapped in a cartographical correct and for students easy understandable manner. In the first part of the work, the requirements of the planet tool are evaluated in co-operation with experts. The open standards PDF and ePUB 3 are investigated with regard to the requirements for the development of the planet tool. Another chapter describes in detail all significant steps of the development process for a prototype of the planet tool. A graphic file originally created for print production is prepared and enhanced with interactive features to generate one of the eBook pages. This serves to show a potential workflow for the generation of eBook pages in a cross-media atlas production. All sample pages of the prototype show different layouts and contain the entire spectrum of interactive features and multimedia content of modern eBooks. The sample pages are presented and discussed in an own chapter. The results of the present work aim at answering the question concerning the suitability of the open standard ePUB 3 for the development of a multimedia eBook for high school education.
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Eiff, Tanja, and Heinz-Werner Nienstedt. "Finding Direction When Developing New Media Products. An Empirical Study of Readers’ Preferences for Enhanced Fiction EBooks." Journal of Creative Industries and Cultural Studies 1 (2017): 50–63. http://dx.doi.org/10.56140/jocis-v1-2.
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In times of media convergence, media managers are under increased competitive pressure. New technologies result in a change of the customers’ preferences, which – if ignored by established market participants – attract players from other industries to satisfy their needs. Therefore, the investigation of the preferences of consumers in the context of new media channels is essential and can provide decisive competitive advantages. This study aims to elaborate on one of the methods to increase more appropriate knowledge about the customers’ needs, even in an early stage of the media product development process. Using the example of eBooks, a best-worst analysis concerning potential enhancement features was applied. Estimated utilities by the hierarchical Bayes model and customer segments by latent class analysis lead to clear profiles of two different benefit segments characterized by distinct patterns of utility profiles. The first segment consists of heavy readers of books, conservative and budget conscious in their attitudes. The second segment is characterized by a more sporadic reading style. These kinds of readers are highly multimedia affinitive and their willingness to pay for eBooks is higher than that the one of the first segment. Media managers should take advantage of the potential of such research to make better investment decisions and rely less on the pure intuition and/or internal views of creative media people.
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Hammond, Simon P. "Enhanced eBooks and multimodal publishing: spitting games and making claims with multimodal data." Qualitative Research 14, no. 4 (April 17, 2013): 442–58. http://dx.doi.org/10.1177/1468794113481793.
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Çetin, Gürcan, Osman Özkaraca, Murat Sakal, and Ercüment Güvenç. "A USABILITY ASSESSMENT OF AN EPUB 3.0 BASED EBOOK DEVELOPED FOR ALGORITHMS AND PROGRAMMING COURSE." Information Technologies and Learning Tools 58, no. 2 (April 29, 2017): 129. http://dx.doi.org/10.33407/itlt.v58i2.1576.
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The digital self-learning among students is becoming increasingly popular with the widespread use of mobile devices. In this context, many academic institutions generate digital learning sources for their learners. EBooks offer new opportunities in the matter of the visualization of educational materials, access them from any place at any time. It is inevitable to use interactive eBooks in engineering education as well. This paper presents an eBook for students studying in Information System Engineering. It has been aimed to enhance algorithmic skills of students. Moreover, in this article, we have evaluated the usability of this eBook. The results of research show how the students assessed the interface quality, information quality and overall satisfaction of our eBook. The research was conducted by using a questionnaire method.
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Hsiao, Yu-Ting, Hsuan-Yin Liu, and Chih-Cheng Hsiao. "Development of a Novel Interactive Multimedia E-Learning Model to Enhance Clinical Competency Training and Quality of Care among Medical Students." Healthcare 8, no. 4 (November 20, 2020): 500. http://dx.doi.org/10.3390/healthcare8040500.
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Clinical competencies consisting of skills, knowledge, and communication techniques should be acquired by all medical graduates to optimize healthcare quality. However, transitioning from observation to hands-on learning in clinical competencies poses a challenge to medical students. The aim of this study is to evaluate the impact of a novel interactive multimedia eBook curriculum in clinical competency training. Ninety-six medical students were recruited. Students in the control group (n = 46) were taught clinical competencies via conventional teaching, while students in the experimental group (n = 50) were taught with conventional teaching plus interactive multimedia eBooks. The outcomes of clinical competencies were evaluated using Objective Structured Clinical Examination (OSCE) scores, and feedback on their interactive eBook experiences was obtained. In the experimental group, the average National OSCE scores were not only higher than the control group (214.8 vs. 206.5, p < 0.001), but also showed a quicker improvement when comparing between three consecutive mock OSCEs (p < 0.001). In response to open-ended questions, participants emphasized the importance of eBooks in improving their abilities and self-confidence when dealing with ‘difficult’ patients. Implementing interactive multimedia eBooks could prompt a more rapid improvement in clinical skill performance to provide safer healthcare, indicating the potential of our innovative module in enhancing clinical competencies.
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Dube, Juliane. "Digitales mehrsprachiges Lernen bei neu zugewanderten Schülerinnen und Schüler der Grundschule." Einzelbeiträge 2020 2020, Occasional Papers (April 1, 2020): 44–67. http://dx.doi.org/10.21240/mpaed/00/2020.04.02.x.
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Wenngleich in den vergangenen 30 Jahren zum Für und Wider von digitalen Medien in der Schule zahlreiche Studien erschienen sind, generiert die ständige Weiter- und Neuentwicklung dieser in einem sich ebenfalls stetig verändernden Bildungsgefüge immer wieder neue Fragen. Für die Grundschule gilt es u.a. aktuell z.B. den Einsatz digitaler Formen wie (enhanced) eBooks oder Bilderbuch-Apps sowie digitale Audiostifte zur barrierefreien Rezeption von (Bilder-)Büchern aus deutschdidaktischer Perspektive stärker in den Blick zu nehmen. Ziel des Projektes MesH (Digitale Medien und sprachliche Heterogenität) war es audio-digitale Lernumgebungen zu mehrsprachigen Bilderbüchern zu entwickeln und diese sowohl im Labor- als auch im Schulsetting zu evaluieren (April 2017 – Juni 2018). Im vorliegenden Beitrag sollen die Ergebnisse des dritten Design-Zyklus vorgestellt werden, der sich mit der Frage beschäftigte, ob und inwieweit der Einsatz audio-digitaler Stifte als eine Form des computer assisted language learning (CALL) die Lernenden nicht nur zum Lesen motiviert, sondern auch eine Binnendifferenzierung im offenen Unterricht erlaubt, die den individuellen Stärken und Schwächen der mehrsprachigen Lernenden Rechnung trägt.
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Tsai, Tina Pingting, and Jyhjong Lin. "Using ePUB3 eBook-based Project-Inquired Quality Talk to Enhance Students’ Learning Effects in Flipped Classes." WSEAS TRANSACTIONS ON ELECTRONICS 13 (September 14, 2022): 67–74. http://dx.doi.org/10.37394/232017.2022.13.9.
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In flipped learning, students take learning activities based on their preferred ways to promote their learning interests and effects. For its advantages, we presented earlier an ePUB3 eBook-based problem-inquired quality talk flipped learning model that supports students’ learning by ePUB3 eBooks and Problem-solving Inquired Quality Talk discussions. In this paper, to enhance further the students’ discussion effects, we explore the employment of a more practical Project-based Inquired Quality Talk method in students’ discussions to form a new ePUB3- based project-inquired quality talk flipped learning model. As a result, the new model provides students in their discussions with project-based inquiry steps to find the solutions of a designated project where quality talk questions/responses are executed in each inquiry step. For illustration, the model is applied to a ‘Reading & Writing’ class at a university in Taiwan where a comparative study on students’ reading & writing abilities in experimental and controlled groups is taken to validate its usefulness.
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Sonawane, S. S. "Do we need Diagnostic Decision Support For Pathologists in Anatomic Pathology Laboratory Information System (APLIS)?" American Journal of Clinical Pathology 158, Supplement_1 (November 1, 2022): S147—S148. http://dx.doi.org/10.1093/ajcp/aqac126.313.
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Abstract Introduction/Objective On a typical day, pathologists spend time not just looking at the slides but have various information needs in order to facilitate the sign-out. This study was performed to find out various resources utilized by pathologists to facilitate the sign-out and if having the diagnostic decision support in APLIS will improve the sign-out experience? To answer these questions a survey was created. Methods/Case Report An anonymous Google survey of 10 questions inquiring about practice setting, training level, work experience, various resources utilized to facilitate daily sign-out, time spent to find the information, and ways the sign-out experience can be enhanced was created and distributed among the pathologists via a social media platform. Results (if a Case Study enter NA) 85 pathologists participated in the survey, and the results showed that 66% of respondents worked in an academic setting while 34% worked in a community practice setting. 37% of respondents had work experience >5 years while 23% had work experience < 5 years and the remainder of them were in training. 44% of them had a subspecialty sign-out system. EPICBeaker (27.3%) was the most commonly utilized APLIS system, followed by Cerner (22%) and Copath(16%), and reminder used Novopath, soft path, Med-tech, and Power path. The pathologists use various resources to facilitate daily sign out which include textbooks, ebooks, PubMed, CAP protocols, WHO books, own notes, and internet searches. Reasons to refer to these resources include finding the grossing guidelines, differential diagnosis, special or immunohistochemical stains, practices guidelines, correct tumor stage, and grade or molecular tests. On a typical day, 41% of the respondents spend 1-2 hours/day, and 25% of the respondents spend 2-3hrs/day finding the correct information to sign out their cases. 81% of the pathologists responded that if all the resources are available in APLIS will increase their productivity. Conclusion Having all the resources in one place in APLIS in the form of diagnostic decision support will enhance the sign-out experience for pathologists and will increase productivity.
Dissertations / Theses on the topic "Enhanced ebooks"
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Tréhondart, Nolwenn. "Le livre numérique enrichi : conception, modélisations de pratiques, réception." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080059.
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Comment les formes et les figures d’un catalogue d’exposition numérique ou d’un récit de fiction enrichi pour tablette, cadrées dans des pages-écrans et ancrées dans un dispositif numérique, modélisent-elles des lecteurs et des pratiques de réception ? Comment les concepteurs imaginent-ils ces modélisations de pratiques et comment celles-ci s’actualisent-elles de diverses manières dans une situation de réception précise en fonction des attentes des lecteurs ? Il n’existe pas encore de travaux sur le livre numérique enrichi confrontant les pratiques réelles ou imaginées de communautés de producteurs et de récepteurs aux pratiques modélisées par l’artefact, ses formes graphiques, ses signes alphabétiques et ses relations rhétoriques entre pages-écrans. Cette thèse retrace la genèse d’une méthodologie d’analyse socio-sémiotique, alliant en profondeur l’étude empirique des contextes de production et de réception du livre numérique enrichi avec l’analyse des stratégies sémiotiques et rhétoriques de ses interfaces. Souhaitant favoriser l’émergence d’une culture critique du design numérique, la méthodologie propose d’identifier les rapports de pouvoir qui traversent les pratiques en conception pour se loger dans la matérialité des artefacts. À travers un croisement expérimental d’approches sémiotique, sociologique et économique, nous faisons émerger un vocabulaire original des « figures de la lecture » du livre numérique enrichi. Indexé sur les pratiques des concepteurs, celui-ci met en avant le rôle des représentations, habitudes et normes sociales dans la sémiose. Il est enrichi par une étude en réception sur l’un des artefacts du corpusHow will an exhibition catalog or a fictional story, enhanced for digital tablets, translate the visitor’s reading habits and expectations into pages-screens? How do the e-books’ designers understand and conceive these reading practices? How will concrete readers’ expectations meet the implicit reader of the text? This thesis is based on a social semiotic methodology, deeply intertwining the empirical study of the current e-books creative and consumption practices with a methodical analysis of the semiotic and rhetorical strategies of their editorial interfaces. Empirically merging semiotic, sociological and economical research, we bring to light a new original vocabulary of “reading features” of enhanced e-books. Combining it with the designers’ practices, this vocabulary exhibits the role played by usages and social standards in semiosis. It is also enriched with a reception study on a specific artifact
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Tréhondart, Nolwenn. "Le livre numérique enrichi : conception, modélisations de pratiques, réception." Electronic Thesis or Diss., Paris 8, 2016. http://www.theses.fr/2016PA080059.
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Comment les formes et les figures d’un catalogue d’exposition numérique ou d’un récit de fiction enrichi pour tablette, cadrées dans des pages-écrans et ancrées dans un dispositif numérique, modélisent-elles des lecteurs et des pratiques de réception ? Comment les concepteurs imaginent-ils ces modélisations de pratiques et comment celles-ci s’actualisent-elles de diverses manières dans une situation de réception précise en fonction des attentes des lecteurs ? Il n’existe pas encore de travaux sur le livre numérique enrichi confrontant les pratiques réelles ou imaginées de communautés de producteurs et de récepteurs aux pratiques modélisées par l’artefact, ses formes graphiques, ses signes alphabétiques et ses relations rhétoriques entre pages-écrans. Cette thèse retrace la genèse d’une méthodologie d’analyse socio-sémiotique, alliant en profondeur l’étude empirique des contextes de production et de réception du livre numérique enrichi avec l’analyse des stratégies sémiotiques et rhétoriques de ses interfaces. Souhaitant favoriser l’émergence d’une culture critique du design numérique, la méthodologie propose d’identifier les rapports de pouvoir qui traversent les pratiques en conception pour se loger dans la matérialité des artefacts. À travers un croisement expérimental d’approches sémiotique, sociologique et économique, nous faisons émerger un vocabulaire original des « figures de la lecture » du livre numérique enrichi. Indexé sur les pratiques des concepteurs, celui-ci met en avant le rôle des représentations, habitudes et normes sociales dans la sémiose. Il est enrichi par une étude en réception sur l’un des artefacts du corpusHow will an exhibition catalog or a fictional story, enhanced for digital tablets, translate the visitor’s reading habits and expectations into pages-screens? How do the e-books’ designers understand and conceive these reading practices? How will concrete readers’ expectations meet the implicit reader of the text? This thesis is based on a social semiotic methodology, deeply intertwining the empirical study of the current e-books creative and consumption practices with a methodical analysis of the semiotic and rhetorical strategies of their editorial interfaces. Empirically merging semiotic, sociological and economical research, we bring to light a new original vocabulary of “reading features” of enhanced e-books. Combining it with the designers’ practices, this vocabulary exhibits the role played by usages and social standards in semiosis. It is also enriched with a reception study on a specific artifact
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Cararo, Aryane Beatryz. "Livros digitais infantis: narrativa e leitura na era do tablet." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/93/93131/tde-21122014-204710/.
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Os livros digitais interativos sao presencas cada vez mais constantes no cotidiano das criancas. Diante desta tendencia, esta dissertacao tem como objetivo analisar a nova forma de apresentacao das historias infantis nos tablets, um suporte midiatico que completa em 2014 quatro anos de existencia. A pesquisa compreende o contexto historico das plataformas de leitura, as origens dos recursos interativos ainda em papel, as funcionalidades presentes nos livros digitais ampliados, tambem conhecidos como enhanced e-books, suas caracteristicas, seu processo de producao, as mudancas provocadas na narrativa e uma analise de tres casos para compreensao mais aprofundada do funcionamento do livro no tablet \"A Menina do Narizinho Arrebitado\", \"Quem Soltou o Pum?\" e \"Dans Mon Reve\". Esta dissertacao oferece um breve panorama dos livros digitais interativos para as criancas, que nao elimina o livro impresso, como se chegou a cogitar no inicio, mas oferece uma nova experiencia de leitura multimidia, sem deixar sua essencia de lado: a de continuar sendo um livro.The interactive digital books are constantly increasing presence in childrens quotidian. In the face of this trend, this thesis aims to analyze the new way of presenting childrens stories in tablets, a media support that completes in 2014 four years old. The research comprises the historical context of reading platforms; the origins of the interactive features still on paper; the features present in extended digital books, also known as enhanced e-books; its characteristics; production process; the changes induced in the narrative; and an analysis of three cases for further understanding of the functioning of the book in the tablet \"A Menina do Narizinho Arrebitado\", \"Quem Soltou o Pum?\" e \"Dans Mon Reve\". This dissertation provides a brief overview of interactive digital books for children, which does not eliminate the printed book, as it was considered at first, but offers a new multimedia reading experience, without leaving aside their essence: to remain a book.
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Gorbatiuc, Julia. "Interaktivní obsah elektronických knih." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192502.
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This thesis Interactive content of eBooks presents complex view on preparations and development of interactive and enhanced electronic book from technical, legislative, content and economic perspective. It describes types of interactivity modules, available interactive eBook formats, reading devices and software. It also compares USA market to the Czech market of interactive eBooks. This thesis processes results of questionnaire survey in the area of Czech readers awareness of interactive eBooks. In practical part of the thesis process of interactive book creation in Czech environment is engineered.
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Laborderie, Arnaud. "Le Livre augmenté : de la remédiatisation à l'éditorialisation." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080149.
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Cette thèse se propose d’examiner le concept de « livre augmenté » à partir d’une posture théorique articulée à une pratique de médiateur et d’éditeur multimédia exercée à la Bibliothèque nationale de France (BnF) pendant une vingtaine d’années. Notre recherche pose la question de la reconfiguration du livre dans l’espace numérique à travers les notions de remédiatisation et d’éditorialisation, c’est-à-dire du point de vue de l’évolution des formes médiatiques et des pratiques éditoriales. La conception de deux prototypes — le livre-application Candide réalisé à la BnF et le livre-web Odyssée réalisé à l’Université Paris-VIII — nous a permis d’interroger les frontières du livre et de formuler les concepts d’enrichissement et d’augmentation au regard de la clôture du livre. Nous défendons la thèse d’un objet-livre numérique nécessairement clos, enrichi par l’éditeur et le lecteur, augmenté par des extensions virtuelles sur le web ou en applications. L’expérience de lecture et la transmission des œuvres s’y trouvent renouvelées par des pratiques intermédiatiques et une nouvelle sensorialité des supports numériquesThis thesis proposes to examine the concept of "enhanced book" from a theoretical posture articulated to a practice of mediator and multimedia editor exercised at the French National Library (BnF) during twenty years. Our research raises the question of the reconfiguration of the book in the digital environment through the notions of remediation and editorialization, that is to say, from the point of view of the media forms and editorial practices evolution. The design of two prototypes — the Candide app-book carried out at the BnF and the Odyssey web-book conducted at the University of Paris VIII — enabled us to examine the boundaries of the book and formulate the concepts of enrichment and enhancement regarding to the enclosure of the book. We defend the thesis of a digital object-book necessarily closed, enriched by the editor and the reader, enhanced by virtual extensions on the web or in applications. The experience of reading and transmitting the works are renewed by intermediate practices and a new sensoriality of digital media
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蕭井睿. "A Motion Enhanced Interactive eBook System." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78740452988511302071.
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碩士逢甲大學
資訊工程學系
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Due to the advancement of technology and popularization of computers, it becomes more rapid and convenient for people to get the information. With the emergence of e-books, the reading media is no longer confined to the traditional 2D- representation book. However, the majority of interactive e-books only confine to the plane, and there are no other entities can be interacted. In this paper, we hope to add the physical agent as an interactive medium under the existing e-book reading mode. Thus, the users would have more profound experience about the context and meaning the e-books convey when they are reading e-books through the performance of the robot body language. We propose a physical agent, Robot Based Electronic Book Interaction System (RBEBIS), which is based on the electronic book, using the graphical interface editing system in the interactive e-book system. Users can easily add a multimedia file action to the original content. There will be a physical robot for users to interact with in addition to text, images, and sound. What&;#39;s more, the users without understanding any basic technology theory of robotics can still operate this device.
Books on the topic "Enhanced ebooks"
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Fleet, Matthew Van, and Brian Stanton. Moo (enhanced EBook Edition). Simon & Schuster, Limited, 2011.
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Cardy, Barbara. Erotica, Volume 3 (Enhanced Ebook). Little, Brown Book Group Limited, 2012.
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Publishing, Barbour. KJV Study Bible - Enhanced EBook. Barbour Publishing, Incorporated, 2013.
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Cardy, Barbara. Erotica, Volume 1 (Enhanced Ebook). Little, Brown Book Group Limited, 2012.
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Cavanaugh, Terence W. eBooks for Elementary School. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400643392.
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eBooks offer students as well as teachers, school and public librarians, and parents tremendous possibilities. This book explains how to expand and enhance the reading experience through the use of technology. Today, eBooks are everywhere, and the use of digital learning materials is beginning to supplant traditional printed materials. As the world shifts to digital books, both teachers and students need to be comfortable and effective using materials in this format. This book helps you to apply eBook materials to existing curricula to create interactive educational activities and have access to more materials to support reading instruction, literacy, standards, and reading in the content areas. Author Terence W. Cavanaugh, an expert on teaching with technology, describes numerous strategies for integrating eBooks into reading instruction and remediation for students in preschool through grade 6. He covers the hardware and software used, the wide range of formats available, and research conducted on the use of eBooks with students as well as how to access free resources such as digital libraries and special collections that make eBooks available for schools. The book also contains a chapter dedicated to using eBooks to help emergent or struggling readers.
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Campbell, Scott, and Kelly DiPucchio. Zombie in Love (enhanced EBook Edition). Simon & Schuster, Limited, 2012.
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Fleisch, Daniel, and Laura Kinnaman. Student's Guide to Waves Enhanced EBook. Cambridge University Press, 2016.
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Radebaugh, Lee H. International Business, Enhanced EBook, [GLOBAL EDITION]. Pearson Education, Limited, 2021.
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Berk, Jonathan, and Peter DeMarzo. Corporate Finance, Enhanced EBook, Global Edition. Pearson Education, Limited, 2021.
Find full textConference papers on the topic "Enhanced ebooks"
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Gimeno, Cecilia, Carlos Sánchez-Azqueta, Santiago Celma, and Concepción Aldea. "Enhanced eBooks in the teaching/learning process of electronics." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2553.
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Information and communications technologies (ICTs) are an invaluable tool to facilitate and promote meaningful learning. Numerous higher education institutions have already adopted the use of virtual learning environments, incorporating e-learning along with traditional teaching methodologies as part of a mixed learning. M-learning maintains all the advantages of e-learning while adding the possibility of learning anywhere and anytime. This work presents an enhanced book in Electronics that contains a set of multimedia resources (images, videos, and apps) that have been specifically created to stimulate an adapted and interactive learning. The material presented in this work has been designed to be downloadable to mobile devices (smartphones and tables) running iOS and Android.
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Wet, Febe de, Laurette Marais, and Daleen Klop. "Text-to-speech enhanced ebooks for emerging literacy development." In Speech and Language Technology in Education (SLaTE 2015). ISCA: ISCA, 2015. http://dx.doi.org/10.21437/slate.2015-30.
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Dalla Longa, Nicol, and Ornella Mich. "Do animations in enhanced ebooks for children favour the reading comprehension process?" In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485885.
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Tsai, Tina Pingting, Lendy Chaoyu Lin, Jyhjong Lin, Yihsiu Chen, and Jingting Liu. "Using ePUB3 eBooks to enhance MOOCs." In 2018 IEEE International Conference on Applied System Innovation (ICASI). IEEE, 2018. http://dx.doi.org/10.1109/icasi.2018.8394473.
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Asim, Alice, Wilfred Asim, and Gima Forje. "Training on eBook Publishing among University Teachers In Nigeria: A Covid-19 Era Intervention." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5557.
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One of the mandates of University teaching in Nigeria is publication of research findings. Promotion depends on such publications. University teachers often achieve this demand through peer-reviewed conference papers. At the onset of Covid-19 lockdown in Nigeria, restriction on gatherings affected in-person conferences and created a problem for many who needed to meet the demands for promotion. As beneficiaries of online trainings, we decided to provide an intervention in the form of a 5-day technology-enhanced workshop on eBook creation and publishing, which took place in March and June 2021. Using WhatsApp platform and an invite link, 109 lectures participated in the training through interactive sessions and video recordings using Screencast-O-Matic. The training experience was exhilarating for us as trainers and rewarding for the participants. About 50% of them successfully created their Kdp accounts and through the skills acquired, published their first eBook on Amazon. Such publications could be used for promotion purposes. A good number of the successful ones progressed to the level where they obtained certificates as Master eBook creators.
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Ericson, Barbara J., Mark J. Guzdial, and Briana B. Morrison. "Analysis of Interactive Features Designed to Enhance Learning in an Ebook." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787731.
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Paula, Dughila, Adrian Adascalitei, and Aurelia Grigoriu. "BLENDED LEARNING TEXTILE CHEMISTRY USING MOODLE VIRTUAL LEARNING ENVIRONMENT." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-271.
Full textAbstract:
Blended Learning courses combine face-to-face (traditional) and online learning. This method of learning is for students who do not want to miss out on the traditional classroom experience, but want the flexibility essential with online learning. All blended courses will meet the first day of class and at least three other face-to-face meetings. Textile chemistry can generally be divided into three major areas: dyeing and finishing chemistry, fiber and polymer chemistry, and a newer area that intersects with materials science and involves the blending of textile materials. Online e-learning has also undergone a revolution wherein virtually all universities have provided courses that can be taken asynchronously, anywhere and at anytime. Tools and technologies have rapidly evolved to transform the conventional sequential unidirectional methods into collaborative omni directional learning environments. Piaget's theory of cognitive development stated that "the learner must be active; he is not a vessel to be filled with facts. Learning involves the participation of the learner". eBooks and new collaborative learning software allows us to create materials and an environment that allow students to explore and independently navigate tendrils of interconnecting concepts that will empower and enhance their construction of a more cohesive understanding of interconnected facets of a discipline. Students are rarely prompted to construct explanations of scientific phenomena for themselves. In many undergraduate courses, students spend a great deal of time either passively listening to lecturers' explanations or reading explanations from textbooks. Moreover, textbook explanations are often presented succinctly and in rapid succession, as if the material is straightforward and requires nothing more than memorization. Classroom activities that facilitate students generating their own explanations (i.e., developing and deploying explanatory knowledge) can therefore be powerful conceptual teaching and learning tools. Active learning strategies such as cooperative learning groups, guided inquiry, and peer-led team learning demonstrate progress toward student production of explanations in the undergraduate chemistry classroom. This paper presents the design principles and implementation of interactive training modules from chemical textile engineering curricula performed on " http://www.moodle.tex.tuiasi.ro/" elearning platform. Modules can be used also in traditional didactic activity: course lectures, laboratory, seminar and / or design classes. Interactive simulations allow learning of: knowledge, skills and abilities, necessary to engineering students in their future professional activity. Elearning modules aimed mainly effective interaction between student and content. Interactive graphical interface helps the student to understand quickly and accurately the issues of the course content and enables simulation of real industrial processes.